SCENARIO Ms. Campbell is a language specialist who works with students at both the elementary- and middle-school levels. She has several elementary-level students who have difficulty retrieving words when speaking. Often, these students will shift in their seats and say, “I know it” when trying to describe an event. In addition, these students have trouble participating in group discussions, sharing ideas on a topic, and developing ideas that follow previous learning. Interpreting critical parts of a story is a tremendous challenge for these students. Recently, many of these students have demonstrated immature social skills. They may misinterpret social cues, fail to think of others’ thoughts and feelings, and be unable to predict the consequences of their behavior.
1. One of Ms. Campbell’s students is a bilingual student who speaks Spanish and has acquired English as a second language. What factors should Ms. Campbell consider when assessing this student? Whether the students are simply struggling with English and have not reach proficiency in the language, or if there is an actual language impairment. She should use alternative assessment procedures in order to identify the issue correctly and not misinterpret the information. Assessments should be conducted in the students primary language, include both quantitative and qualitative measures, and interview significant people in the students life.
2. Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities. Adolescent Language screening Test: This tests phonology, morphology, syntax, semantics, and pragmatics all in one. This test is for students 11-17 years old. I like this test because it tests all dimensions of language in one, rather than having to do more than one exam. Clinical Evaluation of Language Fundamentals: This test is used to determine what issues the students has with languages and whether or not they will qualify for services. It is appropriate for students from 5-21, so it would cover all the students within her room. I like this test because it can be used to determine if the student actually has a language impairment and if they would qualify for services.
3. Ms. Campbell believes that one of her kindergarten students has phonological deficits that affect language development. How can she test this student’s phonological skills? She could use Goldman-Fristoe Test of Articulation-2, since this test is designed to test phonology. The test is designed to test young students, which makes it great for her kindergarten students. She could also use a simple screening test, which is very common. The screening test is given to all students when they enter kindergarten and provides a general overview of the students performance in comparison to their age and grade-level.
4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students. 1. Teach language in various natural settings, rather than only in isolated groups. 2. Comment or elaborate on students' ideas to demonstrate how more information can be expressed and how concepts can be associated. 3. Act as a good language model, and ask students to imitate what they hear.
5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups Say the Whole Sentence: this is used to teach students to make complete sentences. This would be good for students to learn how to make and state a complete thought when speaking with others. The student could build their sentence and then share it with the group to initiate conversation, while having good sentence structure. Can You Answer with a Question: this game is used to teach who, what, and where questions. This game is good for the small groups because it teaches the students how to communicate with complete thoughts and initiate questions, rather than answering questions others ask them and simply replying yes/no.
Ms. Campbell is a language specialist who works with students at both the elementary- and middle-school levels. She has several elementary-level students who have difficulty retrieving words when speaking. Often, these students will shift in their seats and say, “I know it” when trying to describe an event. In addition, these students have trouble participating in group discussions, sharing ideas on a topic, and developing ideas that follow previous learning. Interpreting critical parts of a story is a tremendous challenge for these students. Recently, many of these students have demonstrated immature social skills. They may misinterpret social cues, fail to think of others’ thoughts and feelings, and be unable to predict the consequences of their behavior.
1. One of Ms. Campbell’s students is a bilingual student who speaks Spanish and has acquired English as a second language. What factors should Ms. Campbell consider when assessing this student? Whether the students are simply struggling with English and have not reach proficiency in the language, or if there is an actual language impairment. She should use alternative assessment procedures in order to identify the issue correctly and not misinterpret the information. Assessments should be conducted in the students primary language, include both quantitative and qualitative measures, and interview significant people in the students life.
2. Describe two formal language assessment instruments that Ms. Campbell can use to gain information regarding her students’ language abilities.
Adolescent Language screening Test: This tests phonology, morphology, syntax, semantics, and pragmatics all in one. This test is for students 11-17 years old. I like this test because it tests all dimensions of language in one, rather than having to do more than one exam.
Clinical Evaluation of Language Fundamentals: This test is used to determine what issues the students has with languages and whether or not they will qualify for services. It is appropriate for students from 5-21, so it would cover all the students within her room. I like this test because it can be used to determine if the student actually has a language impairment and if they would qualify for services.
3. Ms. Campbell believes that one of her kindergarten students has phonological deficits that affect language development. How can she test this student’s phonological skills? She could use Goldman-Fristoe Test of Articulation-2, since this test is designed to test phonology. The test is designed to test young students, which makes it great for her kindergarten students. She could also use a simple screening test, which is very common. The screening test is given to all students when they enter kindergarten and provides a general overview of the students performance in comparison to their age and grade-level.
4. Ms. Campbell wants to use strategies for increasing language production. Present three strategies that may improve the expressive skills of her students. 1. Teach language in various natural settings, rather than only in isolated groups. 2. Comment or elaborate on students' ideas to demonstrate how more information can be expressed and how concepts can be associated. 3. Act as a good language model, and ask students to imitate what they hear.
5. Describe two instructional language games that can be played by Ms. Campbell’s students in small groups
Say the Whole Sentence: this is used to teach students to make complete sentences. This would be good for students to learn how to make and state a complete thought when speaking with others. The student could build their sentence and then share it with the group to initiate conversation, while having good sentence structure.
Can You Answer with a Question: this game is used to teach who, what, and where questions. This game is good for the small groups because it teaches the students how to communicate with complete thoughts and initiate questions, rather than answering questions others ask them and simply replying yes/no.